The purpose of this study was to compare the
effectiveness of computer-assisted instruction (CAI) and traditional
classroom lecture (TCL). A randomized two-group pretest/posttest
quasi-experimental design was used. Thirty first year students in a
Master of Occupational Therapy program located in the southwestern
United States were recruited. All participants were female, with a mean
age of 25.8 years. Three percent of the participants rated themselves as
novice concerning computer skills, 67% average computer skills, and 30%
excellent computer skills. Two methods were compared for teaching the
basic concepts of the Occupational Adaptation theory: lecture method in
which the teacher follows a Power Point presentation, and an
interactive, multimedia CD-ROM method, with the same Power Point
presentation as lecture. There was no significant difference (p<.05) in
baseline knowledge about the theory between the two groups. Results
showed significant differences between the two groups in cognitive gains
(p < 05.), with the CAI group demonstrating more cognitive gain than the
TCL group. Additionally, the CAI group spent 46% less time than the TCL
group to cover the material. The results of this study suggested that
occupational therapy learners could independently learn theory using
computer-assisted instruction materials.